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The present study was conducted to show how responding in accord with equivalence relations changes as a function of position of familiar stimuli, pictures, and with the use of nonsense syllables in an MTO-training structure. Fifty college students were tested for responding in accord with equivalence in an AB, CB, DB, and EB training structure. The results showed that familiar stimuli presented as A-stimuli gave the highest yields (10 of 10 participants), whereas introducing the pictures at the end of the training (as E-stimuli) gave lower yields (5 of 10), and using nonsense syllables gave even lower yields (4 of 10). In addition, when all stimuli were Greek/Arabic letters only, 3 of 10 participants responded in accord with equivalence. When familiar stimuli were A-stimuli, but with a requirement of using keys on the keyboard, only 4 of 10 subjects responded in accord with equivalence. Furthermore, there was a high correlation between responding in accord with equivalence and reports of class consistent naming. Reaction time data also showed a typical pattern, in which there was an increase from training to test and a decrease during testing.